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En Chile las iniciativas de intervencion social escolar son procesos emergentes, que se proyectan considerando el marco normativo de la educacion y las politicas publicas en el area. Especial interes revisten aquellas iniciativas que apuntan a fortalecer la relacion familia-escuela. De esta forma, el articulo busca dar a conocer las visiones del equipo de gestion escolar municipal respecto a situaciones problematicas vivenciadas por la familia y caracterizar el vinculo familia-escuela. Los antecedentes teoricos a la base del estudio, provienen de la teoria del cambio educativo, el cambio contextualizado y el involucramiento familiar. Se trabajo en base a una metodologia cualitativa, a traves de un estudio de caso, en que cada caso corresponde a una escuela. Aqui se presentaran los hallazgos parciales correspondientes a un establecimiento. A modo de resultados, destaca una vision negativa de la familia por parte del equipo de gestion, reconociendo una relacion jerarquica entre ambas esferas y niveles de vinculacion familia-escuela unidireccionales y de bajo protagonismo por parte de las familias. School social interventions in Chile are recently emerging and flourishing due to new educational policies and norms. These interventions have placed a specific focus on expanding and improving the relationship between the family and the school. Drawing from a larger case study that included 5 schools which sought to explore and compare the perspectives of municipal school administrative teams in regards to the family school relationship as well as problematic family situations, this article presents the findings from one particular school. The study is framed from the theory of educational change, contextualized change, and the family involvement literature. Findings from the study reveal school administrative teams hold a negative vision of the family and the relationship between the school and the family is hierarchical and unidirectional in nature, with little participation from families.

comunitania

El involucramiento familiar en el marco de la relación Familia-Escuela. Un análisis desde el Equipo de Gestión Escolar en una Escuela Municipal chilena